At the dawn of the 21st century, there has been an increased focus on social justice and educational leadership (Bogotch, Beachum, Blount, Brooks & English, 2008; Marshall & Oliva, 2006; Shoho, Merchang & Lugg, 2005). This paper explores and extends themes in contemporary educational research on leadership preparation in terms of social justice and its importance for both research and practice on a national and international level. In particular, we examine various considerations in the literature regarding whether or not leadership preparation programs are committed to, and capable of, preparing school leaders to think globally and act courageously about social justice for a new social order.
Although leadership for social justice and distributed leadership have separately garnered a great deal of interest among educational administration scholars, no studies have explored the possible conceptual and empirical links between these important and promising areas of inquiry. This study draws from extant literature to suggest an exploratory conceptual framework designed to investigate distributed leadership practice for social justice; it then explores the efficacy of the framework using data from an ethnographic study of leadership practice conducted in an urban high school in the southeastern United States. Findings suggest that the framework has potential for explaining social justice leadership practice as the context-specific and situation-bound work of formal and informal leaders throughout an organization.
This article synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought to be relevant for 21st-century schools. Specifically, the authors explore how the concept of glocalization, a meaningful integration of local and global forces, can help educational leaders inform and enhance their pedagogy and practice. They suggest that contemporary educational leaders must develop glocal literacy in nine specific knowledge domains: political literacy, economic literacy, cultural literacy, moral literacy, pedagogical literacy, information literacy, organizational literacy, spiritual and religious literacy, and temporal literacy. Furthermore, they explain that each of these domains of literacy is dynamic, interconnected, and can be influenced by the discrete agency of educational leaders.
Overview: This article presents findings from a study that examined faculty perspectives on how individual faculty members and institutions support graduate students of color in educational administration preparation programs. Purpose: The purpose of this study was to identify strategies that faculty members and institutions employ to support graduate students of color. The authors were also interested in understanding challenges that face individuals and institutions as they seek to provide such support. Data Sources: Data were collected through a series of focus group sessions and from individual interviews conducted with a diverse sample of faculty members during a 3-year period. Findings: Findings suggested that effective support for graduate students of color in educational administration preparation programs entails proactive yet thoughtful, individual, and institutional work in four areas: (a) recognizing and engaging issues of race in educational administration preparation programs, (b) effective and race-sensitive mentorship, (c) creation and sustenance of multi-tiered and multi-purpose support networks, and (d) establishment of formal and informal support structures.
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